Standard A1 - SAS teachers will demonstrate knowledge of content and pedagogy Benchmarks:
1. Displays relevant content knowledge
I feel that content knowledge is clearly one of my strengths. Other teachers in the department are likely to consult with me if they have a content area question, and students and parents report that my knowledge and enthusiasm for the subject is a strong point.
2. Connects curriculum and real world in a variety of ways
In contrast to content knowledge, connecting the curriculum to real-world applications is something that I continually need to work on. (It was also identified during the IB 5-Year Review as something for the math department as a whole to work on.) For myself, I believe that in part this is because I have always had a lot of interest in mathematical ideas for their own sake, and did not need to focus on applications to motivate my own learning. However, I realize that this is an important source of motivation for many students, and one of the main reasons many of our families view mathematics as a particularly important subject.
I have included a couple projects that I have developed and used with my IB Math HL students to try to engage them with mathematical modeling in the context of real-world issues. In terms of other ways to improve in this area, I would like to try to develop at least one unit next year around a theme-problem, so that the application becomes embedded in the unit as a whole.
As part of my presentation in TOK Y1 the past two years, I have featured a TED talk which makes one of the most unique connections I have seen between math and the environment.
3. Demonstrates pedagogy that reflects current research on best practices
In terms of pedagogy, I try hard to find a balance between encouraging student independence, and providing appropriate support. A typical class is structured around group work, with students working together to develop new skills by building on previous knowledge. I circulate around the room, providing support to individuals or groups, and also pull the whole class together to emphasize key points, clear up common misunderstandings, or to ask students to share interesting ideas or approaches. The lesson handouts from a couple units are included because they show examples of how the materials used support this pedagogical approach.
Standard A2 - SAS teachers will demonstrate knowledge of students Benchmarks:
1. Allows for flexible adjustments based on students’/class needs
2. Chooses content and assessment that appropriately reflects students' knowledge, experience, and developmental needs where appropriate
3. Utilizes assessments to improve knowledge of students
"Knowledge of students" seems to me to be one of those areas where you can always improve; every year you have new students to get to know, and it is always possible to get to know them better.
In terms of providing appropriately differentiated instruction, I feel that my planning generally provides sufficient scaffolding to allow access to the core ideas and skills for students who might be struggling, as well as some questions to stretch and challenge the most able students. However, I could do more to make notes on and act on the specific needs of different individual students.
Lesson plan notes include modifications based on class needs
Where appropriate, I work with Jenny Hope and/or the counselors to provide support according to individual students' needs, including the drafting and implementation of LIPs.
Jenny and I have also collaborated closely on applications for accommodations on IB assessments.
I can work successfully with the most mathematically talented and motivated students in the school (IB Math HL) and with those who have struggled with math in the past (Core Precalculus, and in the past, Algebra). When I consider my teaching this year (2010-11), one of the things of which I am most proud is that quite a few of my Core Precalculus students and parents have reported significant increases this year in their mathematical confidence and their enthusiasm for the subject.
Standard A3 - SAS teachers will demonstrate effective planning and organization Benchmarks:
1. Designs instruction based on SAS standards and benchmarks
2. Designs coherent instruction
3. Demonstrates knowledge of resources
4. Utilizes assessments to guide instructional planning
5. Participates in collaborative planning
When I shared Advanced Precalculus with Carolyn Bailey (SY 2009-10) and with Carolyn and Bob Gould (SY 2008-09), we collaborated very closely, both in terms of day-to-day lessons and assessments.
In general, I consider this standard to be a strength. I feel that I provide well-structured and appropriate lessons and units. Last year (2010-11) I was not planning collaboratively on a regular basis since I was teaching two singletons, but I enjoy doing so, and this year (2011-12), I am glad to be working with Kevin Hill on Algebra 2/Trig. So far, we are doing a good job sharing ideas on how to tune materials developed previously.
Especially when I teach a course for the first time, I spend a lot of time developing my own resources. I could do a better job developing my knowledge of other available resources and integrating them into my courses. In cases where there are abundant electronic resources provided by the textbook publisher, as with our Algebra 2/Trig materials, this is not that difficult, but in other cases, it can be time-consuming because of the digging around that is required.
Benchmarks:
1. Displays relevant content knowledge
2. Connects curriculum and real world in a variety of ways
In contrast to content knowledge, connecting the curriculum to real-world applications is something that I continually need to work on. (It was also identified during the IB 5-Year Review as something for the math department as a whole to work on.) For myself, I believe that in part this is because I have always had a lot of interest in mathematical ideas for their own sake, and did not need to focus on applications to motivate my own learning. However, I realize that this is an important source of motivation for many students, and one of the main reasons many of our families view mathematics as a particularly important subject.
I have included a couple projects that I have developed and used with my IB Math HL students to try to engage them with mathematical modeling in the context of real-world issues. In terms of other ways to improve in this area, I would like to try to develop at least one unit next year around a theme-problem, so that the application becomes embedded in the unit as a whole.
3. Demonstrates pedagogy that reflects current research on best practices
In terms of pedagogy, I try hard to find a balance between encouraging student independence, and providing appropriate support. A typical class is structured around group work, with students working together to develop new skills by building on previous knowledge. I circulate around the room, providing support to individuals or groups, and also pull the whole class together to emphasize key points, clear up common misunderstandings, or to ask students to share interesting ideas or approaches. The lesson handouts from a couple units are included because they show examples of how the materials used support this pedagogical approach.
Standard A2 - SAS teachers will demonstrate knowledge of students
Benchmarks:
1. Allows for flexible adjustments based on students’/class needs
2. Chooses content and assessment that appropriately reflects students' knowledge, experience, and developmental needs where appropriate
3. Utilizes assessments to improve knowledge of students
"Knowledge of students" seems to me to be one of those areas where you can always improve; every year you have new students to get to know, and it is always possible to get to know them better.
In terms of providing appropriately differentiated instruction, I feel that my planning generally provides sufficient scaffolding to allow access to the core ideas and skills for students who might be struggling, as well as some questions to stretch and challenge the most able students. However, I could do more to make notes on and act on the specific needs of different individual students.
Standard A3 - SAS teachers will demonstrate effective planning and organization
Benchmarks:
1. Designs instruction based on SAS standards and benchmarks
2. Designs coherent instruction
3. Demonstrates knowledge of resources
4. Utilizes assessments to guide instructional planning
5. Participates in collaborative planning
In general, I consider this standard to be a strength. I feel that I provide well-structured and appropriate lessons and units. Last year (2010-11) I was not planning collaboratively on a regular basis since I was teaching two singletons, but I enjoy doing so, and this year (2011-12), I am glad to be working with Kevin Hill on Algebra 2/Trig. So far, we are doing a good job sharing ideas on how to tune materials developed previously.
Especially when I teach a course for the first time, I spend a lot of time developing my own resources. I could do a better job developing my knowledge of other available resources and integrating them into my courses. In cases where there are abundant electronic resources provided by the textbook publisher, as with our Algebra 2/Trig materials, this is not that difficult, but in other cases, it can be time-consuming because of the digging around that is required.